Why critical thinking has become a “must-have” skill in elementary school
Elementary students are growing up in a world where information is constant, fast, and not always reliable. That makes critical thinking more than an academic goal—it’s a daily-life skill. Yet the research summarized in Mimbar Sekolah Dasar (Vol. 11, Issue 2, 2024) points to a familiar challenge: critical thinking is often not emphasized strongly enough in the curriculum, and many students don’t get consistent practice with the skills that make critical thinking “real.”
The study by Ratnawati Susanto and Muhammad Soleh Hapudin focuses on a practical question schools everywhere are asking: can online media meaningfully improve critical thinking in elementary learners? Their conclusion is clear—online media can be effective, but only when schools, educators, and supporting partners collaborate to use it intentionally.
What the research examined (in plain language)
The study used a mixed-method approach, combining quantitative and qualitative data to get a fuller picture of what’s happening in classrooms. The participants included 98 elementary students (50 boys and 48 girls). Researchers collected data through surveys, interviews (30 students), observation, and documentation, then analyzed the quantitative portion using SPSS 26.0.
Instead of treating “critical thinking” as one vague ability, the study broke it into specific skills:
- Analyzing
- Synthesizing
- Problem solving
- Drawing conclusions (inferring)
- Evaluating information and sources
It also evaluated how online media (with Google Classroom as a key example) supported learning through features like online classes, quizzes, discussion rooms, and reporting.
The headline finding: online media helps—but not automatically
The results show most students demonstrated solid critical thinking performance in multiple areas (analysis, synthesis, problem solving, concluding, and evaluating). At the same time, the data still showed groups of students in “moderately competent” or lower categories—meaning progress is happening, but there’s meaningful room to grow.
The big takeaway for school leaders is that online learning tools can support critical thinking development when they are used to do more than deliver worksheets digitally. The tool itself isn’t the strategy—the learning design is.
What “effective online media use” actually looked like in the study
When students and teachers described what worked, it wasn’t just “we used Google Classroom.” It was how they used it. The study highlights several online media elements that supported learning:
- User-friendly interface: When students can navigate easily, they spend less energy on the tool and more on thinking.
- Online registration and tracking: Storing usage data helps schools and teachers monitor participation and progress.
- Online classes: Flexible access to materials supports independent learning and review.
- Online quizzes/tests: Digital assessment can be transparent and timely, giving students feedback they can act on.
- Discussion rooms: Structured discussion creates opportunities to explain reasoning, challenge ideas, and learn collaboratively.
- Reports: Reporting helps identify who is engaging, who is stuck, and what needs reteaching.
In other words, online media was most effective when it created repeated opportunities for students to explain, justify, compare, and evaluate—not just click “turn in.”
The obstacles schools can’t ignore: the “critical thinking gap” isn’t only academic
The research also explored why critical thinking development can stall. A major theme was that barriers are often external to the student’s motivation or ability. Two broad categories stood out:
- External factors: school resources, family context, facilities and infrastructure, and especially unstable internet access
- Internal factors: student readiness, confidence, and familiarity with critical thinking techniques
Notably, the study emphasizes internet instability as a serious barrier. When students can’t reliably access online classes, discussions, or digital resources, they lose the consistent practice that builds critical thinking over time.
So what should schools do differently? Practical strategies that align with the findings
Based on the study’s conclusions and the patterns in interviews and observations, here are school-friendly moves that translate research into action.
1) Design assignments that require thinking, not just answering
Critical thinking grows when students repeatedly practice “how” and “why.” Online platforms make it easier to assign tasks that require explanation and reflection.
- Ask students to explain how they reached an answer (not only what the answer is).
- Use compare-and-contrast prompts to build synthesis.
- Assign short “claim + evidence” responses in discussion boards.
2) Use online discussion rooms as a structured thinking routine
Discussion rooms were repeatedly described as useful for collaboration and deeper understanding. But they work best with structure.
- Give students sentence starters (e.g., “I agree because…”, “I disagree because…”, “My evidence is…”).
- Require students to respond to at least one peer with a question.
- Grade for reasoning quality, not just participation.
3) Make evaluation a habit: teach students to spot valid vs. invalid information
The research highlights a common challenge: students struggle to distinguish reliable information from unreliable information. Online learning increases exposure to digital content, so media literacy becomes part of critical thinking.
- Teach simple credibility checks (author, date, evidence, cross-checking).
- Use “two sources, one conclusion” activities to practice evaluation.
- Model how to change your mind when better evidence appears.
4) Support teachers with training that connects tools to thinking goals
A key problem identified is that some teachers are not yet comfortable integrating online media with critical thinking instruction. Training is most effective when it is practical and classroom-ready.
- Show teachers how to convert a standard worksheet into a problem-based task.
- Provide templates for discussion prompts and rubrics.
- Use platform reports to identify which students need reteaching or extra support.
Where TinyEYE fits: strengthening the learning ecosystem around the student
While this study focuses on online media for instruction, its implications point to something bigger: students develop critical thinking best when the adults around them coordinate support. That includes educators, institutions, and related partners.
For schools working with TinyEYE, online therapy services can complement these goals by supporting the foundational skills that make critical thinking easier to express and demonstrate—especially in online or blended environments. For example, when students have support with communication, attention, self-regulation, or confidence in participation, they are better positioned to engage in discussion, explain reasoning, and persist through problem-solving tasks.
The central message is collaboration: when instruction, technology, and student supports align, critical thinking development becomes more consistent and more equitable.
Key takeaways for school leaders
- Online media can improve elementary students’ critical thinking skills, but only when used for analysis, discussion, problem-solving, and evaluation—not just content delivery.
- Most students show promising ability in core critical thinking areas, yet a meaningful subset still needs targeted support and practice.
- Infrastructure (especially internet stability) and teacher training are not “nice-to-haves”—they are prerequisites for consistent progress.
- Collaboration across educators, schools, families, and support partners is essential for long-term improvement.
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